Cover Image

PAPERBACK
$49.95



View/Hide Left Panel
Click for next page ( 132


The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) K‑PS2 Motion and Stability: Forces and Interactions Key W.K.7: Participate in shared research and writing projects (e.g., Connections to other DCIs in kindergarten explore a number of books by a favorite author and express K‑PS2‑2: K.ETS1.A, K.ETS1.B opinions about them). Articulation of DCIs across grade levels Mathematics K‑PS2‑1: 3.PS2.A, 3.PS2.B, 4.PS3.A K‑PS3‑1: K.MD.A.2 K‑PS2‑2: 2.ETS1.B, 3.PS2.A, 4.ETS1.A K‑PS3‑2: K.MD.A.2 Connections to Common Core State Standards Key (Note: Items appearing in italics are not pre-requisite to the successful accomplishment K.MD.A.2: Directly compare two objects with a measurable of a given Performance Expectation, but may be otherwise connected to it.) attribute in common, to see which object has “more of”/”less of” ELA/Literacy the attribute and describe the difference. K‑PS2‑1: W.K.7 K‑PS2‑2: RI.K.1, SL.K.3 K‑LS1 From Molecules to Organisms: Structures and Key Processes RI.K.1: With prompting and support, ask and answer questions about Key details in a text. Connections to other DCIs in kindergarten W.K.7: Participate in shared research and writing projects (e.g., N/A explore a number of books by a favorite author and express Articulation of DCIs across grade levels opinions about them). K‑LS1‑1: 1.LS1.A, 2.LS2.A, 3.LS2.C, 3.LS4.B, 5.LS1.C, 5.LS2.A SL.K.3: Ask and answer questions in order to seek help, get Connections to Common Core State Standards information, or clarify something that is not understood. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Mathematics of a given Performance Expectation, but may be otherwise connected to it.) K‑PS2‑1: MP.2, K.MD.A.1, K.MD.A.2 ELA/Literacy Key K‑LS1‑1: W.K.7 MP.2: Reason abstractly and quantitatively. Key K.MD.A.1: Describe measurable attributes of objects, such as W.K.7: Participate in shared research and writing projects (e.g., Connections to Standards Arranged by DCIs length or weight. Describe several measurable attributes of a explore a number of books by a favorite author and express single object. opinions about them). K.MD.A.2: Directly compare two objects with a measurable Mathematics attribute in common, to see which object has “more of”/”less of” K‑LS1‑1: K.MD.A.2 the attribute and describe the difference. Key K.MD.A.2: Directly compare two objects with a measurable K‑PS3 Energy attribute in common, to see which object has “more of”/”less of” Connections to other DCIs in kindergarten the attribute and describe the difference. K‑PS3‑2: K.ETS1.A, K.ETS1.B Articulation of DCIs across grade levels K‑ESS2 Earth’s Systems K‑PS3‑1: 1.PS4.B, 3.ESS2.D Connections to other DCIs in kindergarten K‑PS3‑2: 1.PS4.B, 2.ETS1.B, 4.ETS1.A N/A Connections to Common Core State Standards Articulation of DCIs across grade levels (Note: Items appearing in italics are not pre-requisite to the successful accomplishment K‑ESS2‑1: 2.ESS2.A, 3.ESS2.D, 4.ESS2.A of a given Performance Expectation, but may be otherwise connected to it.) K‑ESS2‑2: 4.ESS2.E, 5.ESS2.A ELA/Literacy Connections to Common Core State Standards K‑PS3‑1: W.K.7 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment K‑PS3‑2: W.K.7 of a given Performance Expectation, but may be otherwise connected to it.) NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 131

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) ELA/Literacy Key K‑ESS2‑1: W.K.7 RI.K.1: With prompting and support, ask and answer questions K‑ESS2‑2: RI.K.1, W.K.1, W.K.2 about Key details in a text. Key W.K.2: Use a combination of drawing, dictating, and writing to RI.K.1: With prompting and support, ask and answer questions compose informative/explanatory texts in which they name what about key details in a text. they are writing about and supply some information about the W.K.1: Use a combination of drawing, dictating, and writing to topic. compose opinion pieces in which they tell a reader the topic or SL.K.3: Ask and answer questions in order to seek help, get the name of the book they are writing about and state an opinion information, or clarify something that is not understood. or preference about the topic or book. SL.K.5: Add drawings or other visual displays to descriptions as W.K.2: Use a combination of drawing, dictating, and writing to desired to provide additional detail. compose informative/explanatory texts in which they name what Mathematics they are writing about and supply some information about the K‑ESS3‑1: MP.2, MP.4, K.CC topic. K‑ESS3‑2: MP.4, K.CC W.K.7: Participate in shared research and writing projects (e.g., Key explore a number of books by a favorite author and express MP.2: Reason abstractly and quantitatively. opinions about them). MP.4: Model with Mathematics. Mathematics K.CC: Counting and Cardinality. K‑ESS2‑1: MP.2, MP.4, K.CC.A, K.MD.A.1, K.MD.B.3 Key 1‑PS4 Waves and Their Applications in Technologies for MP.2: Reason abstractly and quantitatively. Information Transfer MP.4: Model with Mathematics. K.CC.A: Know number names and the count sequence. Connections to other DCIs in first grade K.MD.A.1: Describe measurable attributes of objects, such as length N/A or weight. Describe several measurable attributes of a single object. Articulation of DCIs across grade levels K.MD.B.3: Classify objects into given categories; count the number 1‑PS4‑2: 4.PS4.B Connections to Standards Arranged by DCIs of objects in each category and sort the categories by count. 1‑PS4‑3: 2.PS1.A 1‑PS4‑4: K.ETS1.A, 2.ETS1.B, 4.PS4.C, 4.ETS1.A K‑ESS3 Earth and Human Activity Connections to Common Core State Standards Connections to other DCIs in kindergarten (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) K‑ESS3‑2: K.ETS1.A K‑ESS3‑3: K.ETS1.A ELA/Literacy 1‑PS4‑1: W.1.7, W.1.8, SL.1.1 Articulation of DCIs across grade levels 1‑PS4‑2: W.1.2, W.1.7, W.1.8, SL.1.1 K‑ESS3‑1: 1.LS1.A, 5.LS2.A, 5.ESS2.A 1‑PS4‑3: W.1.7, W.1.8, SL.1.1 K‑ESS3‑2: 2.ESS1.C, 3.ESS3.B, 4.ESS3.B 1‑PS4‑4: W.1.7 K‑ESS3‑3: 2.ETS1.B, 4.ESS3.A, 5.ESS3.C Key Connections to Common Core State Standards W.1.2: Write informative/explanatory texts in which they name a (Note: Items appearing in italics are not pre-requisite to the successful accomplishment topic, supply some facts about the topic, and provide some sense of a given Performance Expectation, but may be otherwise connected to it.) of closure. ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., K‑ESS3‑1: SL.K.5 explore a number of “how‑to” books on a given topic and use K‑ESS3‑2: RI.K.1, SL.K.3 them to write a sequence of instructions). K‑ESS3‑3: W.K.2 W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 132 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) SL.1.1: Participate in collaborative conversations with diverse 1.NBT.C.4: Add within 100, including adding a 2‑digit number and partners about g rade 1 topics and texts with peers and adults in a 1‑digit number, and adding a 2‑digit number and a multiple small and larger groups. of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship Mathematics between addition and subtraction; relate the strategy to a written 1‑PS4‑4: MP.5, 1.MD.A.1, 1.MD.A.2 method and explain the reasoning uses. Understand that in Key adding 2‑digit numbers, one adds tens and tens, ones and ones, MP.5: Use appropriate tools strategically. and that sometimes it is necessary to compose a ten. 1.MD.A.1: Order three objects by length; compare the lengths of 1.NBT.C.5: Given a 2‑digit number, mentally find 10 more or 10 less two objects indirectly by using a third object. than the number, without having to count; explain the reasoning 1.MD.A.2: Express the length of an object as a whole number of used. length units, by layering multiple copies of a shorter object (the 1.NBT.C.6: Subtract multiples of 10 in the range 10–90 from length unit) end to end; understand that the length measurement multiples of 10 in the range 10–90 (positive or zero differences), of an object is the number of same‑size length units that span it using concrete models or drawings and strategies based on place with no gaps or overlaps. value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method 1‑LS1 From Molecules to Organisms: Structures and and explain the reasoning used. Processes Connections to other DCIs in first grade 1‑LS3 Heredity: Inheritance and Variation of Traits N/A Connections to other DCIs in first grade Articulation of DCIs across grade levels N/A 1‑LS1‑1: K.ETS1.A, K4.LS1.A, 4.LS1.D, 4.ETS1.A Articulation of DCIs across grade levels 1‑LS1‑2: 3.LS2.D 1‑LS3‑1: 3.LS3.A, 3.LS3.B Connections to Common Core State Standards Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) of a given Performance Expectation, but may be otherwise connected to it.) Connections to Standards Arranged by DCIs ELA/Literacy ELA/Literacy 1‑LS1‑1: W.1.7 1‑LS3‑1: RI.1.1, W.1.7, W.1.8 1‑LS1‑2: RI.1.1, RI.1.2, RI.1.10 Key Key RI.1.1: Ask and answer questions about Key details in a text. RI.1.1: Ask and answer questions about Key details in a text. W.1.7: Participate in shared research and writing projects (e.g., RI.1.2: Identify the main topic and retell Key details of a text. explore a number of “how‑to” books on a given topic and use RI.1.10: With prompting and support, read informational texts them to write a sequence of instructions). appropriately complex for grade. W.1.8: With guidance and support from adults, recall information W.1.7: Participate in shared research and writing projects (e.g., from experiences or gather information from provided sources to explore a number of “how‑to” books on a given topic and use answer a question. them to write a sequence of instructions). Mathematics Mathematics 1‑LS3‑1: MP.2, MP.5, 1.MD.A.1 1‑LS1‑2: 1.NBT.B.3, 1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6 Key Key MP.2: Reason abstractly and quantitatively. 1.NBT.B.3: Compare two 2‑digit numbers based on the meanings MP.5: Use appropriate tools strategically. of the tens and ones digits, recording the results of comparisons 1.MD.A.1: Order three objects by length; compare the lengths of with the symbols >, =, and <. two objects indirectly by using a third object. NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 133

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) 1‑ESS1 Earth’s Place in the Universe Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in first grade of a given Performance Expectation, but may be otherwise connected to it.) N/A ELA/Literacy Articulation of DCIs across grade levels 2‑PS1‑1: W.2.7, W.2.8 1‑ESS1‑1: 3.PS2.A, 5.PS2.B, 5‑ESS1.B 2‑PS1‑2: RI.2.8, W.2.7, W.2.8 1‑ESS1‑2: 5.PS2.B, 5‑ESS1.B 2‑PS1‑3: W.2.7, W.2.8 Connections to Common Core State Standards 2‑PS1‑4: RI.2.1, RI.2.3, RI.2.8, W.2.1 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Key of a given Performance Expectation, but may be otherwise connected to it.) RI.2.1: Ask and answer such questions as who, what, where, when, ELA/Literacy why, and how to demonstrate understanding of Key details in a 1‑ESS1‑1: W.1.7, W.1.8 text. 1‑ESS1‑2: W.1.7, W.1.8 RI.2.3: Describe the connection between a series of historical Key events, scientific ideas or concepts, or steps in technical procedures W.1.7: Participate in shared research and writing projects (e.g., in a text. explore a number of “how‑to” books on a given topic and use RI.2.8: Describe how reasons support specific points the author them to write a sequence of instructions). makes in a text. W.1.8: With guidance and support from adults, recall information W.2.1: Write opinion pieces in which they introduce the topic or from experiences or gather information from provided sources to book they are writing about, state an opinion, supply reasons that answer a question. support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement Mathematics or section. 1‑ESS1‑2: MP.2, MP.4, MP.5, 1.OA.A.1, 1.MD.C.4 W.2.7: Participate in shared research and writing projects (e.g., Key read a number of books on a single topic to produce a report, MP.2: Reason abstractly and quantitatively. record science observations). MP.4: Model with Mathematics. W.2.8: Recall information from experiences or gather information MP.5: Use appropriate tools strategically. from provided sources to answer a question. Connections to Standards Arranged by DCIs 1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting Mathematics together, taking apart, and comparing, with unknowns in all 2‑PS1‑1: MP.4, 2.MD.D.10 positions (e.g., by using objects, drawings, and equations to 2‑PS1‑2: MP.2, MP.4, MP.5, 2.MD.D.10, represent the problem). Key 1.MD.C.4: Organize, represent, and interpret data with up to MP.2: Reason abstractly and quantitatively. three categories; ask and answer questions about the total MP.4: Model with Mathematics. number of data points, how many in each category, and how MP.5: Use appropriate tools strategically. many more or less are in one category than in another. 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit scale) to represent a data set with up to four categories. Solve simple put‑together, take‑apart, and compare problems using 2‑PS1 Matter and Its Interactions information presented in a bar graph. Connections to other DCIs in second grade N/A 2‑LS2 Ecosystems: Interactions, Energy, and Dynamics Articulation of DCIs across grade levels Connections to other DCIs in second grade 2‑PS1‑1: 5.PS1.A N/A 2‑PS1‑2: 5.PS1.A 2‑PS1‑3: 4.ESS2.A, 5.PS1.A, 5.LS2.A Articulation of DCIs across grade levels 2‑PS1‑4: 5.PS1.B 2‑LS2‑1: K.LS1.C, K‑ESS3.A, 5.LS1.C 2‑LS2‑2: K.ETS1.A, 5.LS2.A 134 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Connections to Common Core State Standards Mathematics (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 2‑LS4‑1: MP.2, MP.4, 2.MD.D.10 of a given Performance Expectation, but may be otherwise connected to it.) Key ELA/Literacy MP.2: Reason abstractly and quantitatively. 2‑LS2‑1: W.2.7, W.2.8 MP.4: Model with Mathematics. 2‑LS2‑2: SL.2.5 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit Key scale) to represent a data set with up to four categories. Solve W.2.7: Participate in shared research and writing projects (e.g., simple put‑together, take‑apart, and compare problems using read a number of books on a single topic to produce a report, information presented in a bar graph. record science observations). W.2.8: Recall information from experiences or gather information 2‑ESS1 Earth’s Place in the Universe from provided sources to answer a question. Connections to other DCIs in second grade SL.2.5: Create audio recordings of stories or poems; add drawings N/A or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Articulation of DCIs across grade levels 2‑ESS1‑1: 3.LS2.C, 4.ESS1.C, 4.ESS2.A Mathematics 2‑LS2‑1: MP.2, MP.4, MP.5 Connections to Common Core State Standards 2‑LS2‑2: MP.4, 2.MD.D.10 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Key MP.2: Reason abstractly and quantitatively. ELA/Literacy MP.4: Model with Mathematics. 2‑ESS1‑1: RI.2.1, RI.2.3, W.2.6, W.2.7, W.2.8, SL.2.2 MP.5: Use appropriate tools strategically. Key 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit RI.2.1: Ask and answer such questions as who, what, where, when, scale) to represent a data set with up to four categories. Solve why, and how to demonstrate understanding of Key details in a simple put‑together, take‑apart, and compare problems using text. information presented in a bar graph. RI.2.3: Describe the connection between a series of historical Connections to Standards Arranged by DCIs events, scientific ideas or concepts, or steps in technical procedures 2‑LS4 Biological Evolution: Unity and Diversity in a text. W.2.6: With guidance and support from adults, use a variety Connections to other DCIs in second grade of digital tools to produce and publish writing, including in N/A collaboration with peers. Articulation of DCIs across grade levels W.2.7: Participate in shared research and writing projects (e.g., 2‑LS4‑1: 3.LS4.C, 3.LS4.D, 5.LS2.A read a number of books on a single topic to produce a report, record science observations). Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment W.2.8: Recall information from experiences or gather information of a given Performance Expectation, but may be otherwise connected to it.) from provided sources to answer a question. SL.2.2: Recount or describe Key ideas or details from a text read ELA/Literacy aloud or information presented orally or through other media. 2‑LS4‑1: W.2.7, W.2.8 Key Mathematics W.2.7: Participate in shared research and writing projects (e.g., 2‑ESS1‑1: MP.2, MP.4, 2.NBT.A read a number of books on a single topic to produce a report, Key record science observations). MP.2: Reason abstractly and quantitatively. W.2.8: Recall information from experiences or gather information MP.4: Model with Mathematics. from provided sources to answer a question. 2.NBT.A: Understand place value. NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 135

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) 2‑ESS2 Earth’s Systems K‑2‑ETS1 Engineering Design Connections to other DCIs in second grade Connections to K‑2‑ETS1.A: Defining and Delimiting Engineering 2‑ESS2‑3: 2.PS1.A Problems Kindergarten: K‑PS2‑2, K‑ESS3‑2 Articulation of DCIs across grade levels 2‑ESS2‑1: K.ETS1.A, 4.ESS2.A, 4.ETS1.A, 4.ETS1.B, 4.ETS1.C, 5.ESS2.A Connections to K‑2‑ETS1.B: Developing Possible Solutions to Problems 2‑ESS2‑2: 4.ESS2.B, 5.ESS2.C Kindergarten: K‑ESS3‑3 2‑ESS2‑3: 5.ESS2.C First Grade: 1‑PS4‑4 Second Grade: 2‑LS2‑2 Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to K‑2‑ETS1.C: Optimizing the Design Solution of a given Performance Expectation, but may be otherwise connected to it.) Second Grade: 2‑ESS2‑1 ELA/Literacy Articulation of DCIs across grade bands 2‑ESS2‑1: RI.2.3, RI.2.9 K‑2‑ETS1‑1: 3‑5.ETS1.A, 3‑5.ETS1.C 2‑ESS2‑2: SL.2.5 K‑2‑ETS1‑2: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C 2‑ESS2‑3: W.2.6, W.2.8 K‑2‑ETS1‑3: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C Key RI.2.3: Describe the connection between a series of historical Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment events, scientific ideas or concepts, or steps in technical procedures of a given Performance Expectation, but may be otherwise connected to it.) in a text. RI.2.9: Compare and contrast the most important points presented ELA/Literacy by two texts on the same topic. K‑2‑ETS1‑1: RI.2.1, W.2.6, W.2.8 W.2.6: With guidance and support from adults, use a variety K‑2‑ETS1‑2: SL.2.5 of digital tools to produce and publish writing, including in K‑2‑ETS1‑3: W.2.6, W.2.8 collaboration with peers. Key W.2.8: Recall information from experiences or gather information RI.2.1: Ask and answer such questions as who, what, where, when, from provided sources to answer a question. why, and how to demonstrate understanding of Key details in a text. Connections to Standards Arranged by DCIs SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when W.2.6: With guidance and support from adults, use a variety appropriate to clarify ideas, thoughts, and feelings. of digital tools to produce and publish writing, including in collaboration with peers. Mathematics W.2.8: Recall information from experiences or gather information 2‑ESS2‑1: MP.2, MP.4, MP.5, 2.MD.B.5 from provided sources to answer a question. 2‑ESS2‑2: MP.2, MP.4, 2.NBT.A.3 SL.2.5: Create audio recordings of stories or poems; add drawings Key or other visual displays to stories or recounts of experiences when MP.2: Reason abstractly and quantitatively. appropriate to clarify ideas, thoughts, and feelings. MP.4: Model with Mathematics. MP.5: Use appropriate tools strategically. Mathematics 2.NBT.A.3: Read and write numbers to 1,000 using base‑10 K‑2‑ETS1‑1: MP.2, MP.4, MP.5, 2.MD.D.10 numerals, number names, and expanded form. K‑2‑ETS1‑3: MP.2, MP.4, MP.5, 2.MD.D.10 2.MD.B.5: Use addition and subtraction within 100 to solve word Key problems involving lengths that are given in the same units (e.g., MP.2: Reason abstractly and quantitatively. by using drawings [such as drawings of rulers] and equations with MP.4: Model with Mathematics. a symbol for the unknown number to represent the problem). MP.5: Use appropriate tools strategically. 2.MD.D.10: Draw a picture graph and a bar graph (with single‑unit scale) to represent a data set with up to four categories. Solve simple put‑together, take‑apart, and compare problems using information presented in a bar graph. 136 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) 3‑PS2 Motion and Stability: Forces and Interactions 3‑LS1 From Molecules to Organisms: Structures and Connections to other DCIs in third grade Processes N/A Connections to other DCIs in third grade Articulation of DCIs across grade levels N/A 3‑PS2‑1: K.PS2.A, K.PS2.B, K.PS3.C, 5.PS2.B, MS.PS2.A, MS.ESS1.B, Articulation of DCIs across grade levels MS.ESS2.C 3‑LS1‑1: MS.LS1.B 3‑PS2‑2: 1.ESS1.A, 4.PS4.A, MS.PS2.A, MS.ESS1.B Connections to Common Core State Standards 3‑PS2‑3: MS.PS2.B (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 3‑PS2‑4: K.ETS1.A, 4.ETS1.A, MS.PS2.B of a given Performance Expectation, but may be otherwise connected to it.) Connections to Common Core State Standards ELA/Literacy (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 3‑LS1‑1: RI.3.7, SL.3.5 of a given Performance Expectation, but may be otherwise connected to it.) Key ELA/Literacy RI.3.7: Use information gained from illustrations (e.g., 3‑PS2‑1: RI.3.1, W.3.7, W.3.8 maps, photographs) and the words in a text to demonstrate 3‑PS2‑2: W.3.7, W.3.8 understanding of the text (e.g., where, when, why, and how Key 3‑PS2‑3: RI.3.1, RI.3.3, RI.3.8, SL.3.3 events occur). Key SL.3.5: Create engaging audio recordings of stories or poems that RI.3.1: Ask and answer questions to demonstrate understanding of demonstrate fluid reading at an understandable pace; add visual a text, referring explicitly to the text as the basis for the answers. displays when appropriate to emphasize or enhance certain facts RI.3.3: Describe the relationship between a series of historical or details. events, scientific ideas or concepts, or steps in technical procedures Mathematics in a text, using language that pertains to time, sequence, and 3‑LS1‑1: MP.4, 3.NBT, 3.NF cause/effect. Key RI.3.8: Describe the logical connection between particular MP.4: Model with Mathematics. sentences and paragraphs in a text (e.g., comparison, cause/effect, 3.NBT: Number and Operations in Base Ten. Connections to Standards Arranged by DCIs first/second/third in a sequence). 3.NF: Number and Operations—Fractions. W.3.7: Conduct short research projects that build knowledge about a topic. 3‑LS2 Ecosystems: Interactions, Energy, and Dynamics W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort Connections to other DCIs in third grade evidence into provided categories. N/A SL.3.3: Ask and answer questions about information from a Articulation of DCIs across grade levels speaker, offering appropriate elaboration and detail. 3‑LS2‑1: 1.LS1.B, MS.LS2.A Mathematics Connections to Common Core State Standards 3‑PS2‑1: MP.2, MP.5, 3.MD.A.2 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Key MP.2: Reason abstractly and quantitatively. ELA/Literacy MP.5: Use appropriate tools strategically. 3‑LS2‑1: RI.3.1, RI.3.3, W.3.1 3.MD.A.2: Measure and estimate liquid volumes and masses Key of objects using standard units of grams (g), kilograms (kg), RI.3.1: Ask and answer questions to demonstrate understanding of and liters (l). Add, subtract, multiply, or divide to solve 1‑step a text, referring explicitly to the text as the basis for the answers. word problems involving masses or volumes that are given in RI.3.3: Describe the relationship between a series of historical the same units (e.g., by using drawings [such as a beaker with a events, scientific ideas or concepts, or steps in technical procedures measurement scale] to represent the problem). in a text, using language that pertains to time, sequence, and cause/effect. NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 137

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) W.3.1: Write opinion pieces on topics or texts, supporting a point 3‑LS4 Biological Evolution: Unity and Diversity of view with reasons. Connections to other DCIs in third grade Mathematics 3‑LS4‑2: 3.LS4.C 3‑LS2‑1: MP.4, 3.NBT 3‑LS4‑3: 3.ESS2.D Key 3‑LS4‑4: 3.ESS3.B MP.4: Model with Mathematics. Articulation of DCIs across grade levels 3.NBT: Number and Operations in Base Ten. 3‑LS4‑1: 4.ESS1.C, MS.LS2.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.B 3‑LS4‑2: 1.LS3.A, MS.LS2.A, MS.LS3.B, MS.LS4.B 3‑LS3 Heredity: Inheritance and Variation of Traits 3‑LS4‑3: K.ESS3.A, 2.LS2.A, 2.LS4.D, MS.LS2.A, MS.LS4.B, MS.LS4.C, Connections to other DCIs in third grade MS.ESS1.C N/A 3‑LS4‑4: K.ESS3.A, K.ETS1.A, 2.LS2.A, 2.LS4.D, 4.ESS3.B, 4.ETS1.A, Articulation of DCIs across grade levels MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS1.C, MS.ESS3.C 3‑LS3‑1: 1.LS3.A, 1.LS3.B, MS.LS3.A, MS.LS3.B Connections to Common Core State Standards 3‑LS3‑2: MS.LS1.B (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment ELA/Literacy of a given Performance Expectation, but may be otherwise connected to it.) 3‑LS4‑1: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, W.3.9 ELA/Literacy 3‑LS4‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 3‑LS3‑1: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 3‑LS4‑3: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4 3‑LS3‑2: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4 3‑LS4‑4: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, SL.3.4 Key Key RI.3.1: Ask and answer questions to demonstrate understanding of RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. a text, referring explicitly to the text as the basis for the answers. RI.3.2: Determine the main idea of a text; recount the Key details RI.3.2: Determine the main idea of a text; recount the Key details and explain how they support the main idea. and explain how they support the main idea. Connections to Standards Arranged by DCIs RI.3.3: Describe the relationship between a series of historical RI.3.3: Describe the relationship between a series of historical events, events, scientific ideas or concepts, or steps in technical procedures scientific ideas or concepts, or steps in technical procedures in a text, in a text, using language that pertains to time, sequence, and using language that pertains to time, sequence, and cause/effect. cause/effect. W.3.1: Write opinion pieces on topics or texts, supporting a point W.3.2: Write informative/explanatory texts to examine a topic and of view with reasons. convey ideas and information clearly. W.3.2: Write informative/explanatory texts to examine a topic and SL.3.4: Report on a topic or text, tell a story, or recount an convey ideas and information clearly. experience with appropriate facts and relevant, descriptive details, W.3.9: Recall information from experiences or gather information speaking clearly at an understandable pace. from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics SL.3.4: Report on a topic or text, tell a story, or recount an 3‑LS3‑1: MP.2, MP.4, 3.MD.B.4 experience with appropriate facts and relevant, descriptive details, 3‑LS3‑2: MP.2, MP.4, 3.MD.B.4 speaking clearly at an understandable pace. Key MP.2: Reason abstractly and quantitatively. Mathematics MP.4: Model with Mathematics. 3‑LS4‑1: MP.2, MP.4, MP.5, 3.MD.B.4 3.MD.B.4: Generate measurement data by measuring lengths 3‑LS4‑2: MP.2, MP.4, 3.MD.B.3 using rulers marked with halves and fourths of an inch. Show the 3‑LS4‑3: MP.2, MP.4, 3.MD.B.3 data by making a line plot, where the horizontal scale is marked 3‑LS4‑4: MP.2, MP.4 off in appropriate units—whole numbers, halves, or quarters. 138 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Key 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph MP.2: Reason abstractly and quantitatively. to represent a data set with several categories. Solve 1‑ and MP.4: Model with Mathematics. 2‑step “how many more” and “how many less” problems using MP.5: Use appropriate tools strategically. information presented in bar graphs. 3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve 1‑ and 3‑ESS3 Earth and Human Activity 2‑step “how many more” and “how many less” problems using Connections to other DCIs in third grade information presented in scaled bar graphs. N/A 3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the Articulation of DCIs across grade levels data by making a line plot, where the horizontal scale is marked 3‑ESS3‑1: K.ESS3.B, K.ETS1.A, 4.ESS3.B, 4.ETS1.A, MS.ESS3.B off in appropriate units—whole numbers, halves, or quarters. Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 3‑ESS2 Earth’s Systems of a given Performance Expectation, but may be otherwise connected to it.) Connections to other DCIs in third grade ELA/Literacy N/A 3‑ESS3‑1: W.3.1, W.3.7 Key Articulation of DCIs across grade levels W.3.1: Write opinion pieces on topics or texts, supporting a point 3‑ESS2‑1: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.D of view with reasons. 3‑ESS2‑2: MS.ESS2.C, MS.ESS2.D W.3.7: Conduct short research projects that build knowledge Connections to Common Core State Standards about a topic. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Mathematics 3‑ESS3‑1: MP.2, MP.4 ELA/Literacy Key 3‑ESS2‑2: RI.3.1, RI.3.9, W.3.9 MP.2: Reason abstractly and quantitatively. Key MP.4: Model with Mathematics. Connections to Standards Arranged by DCIs RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.9: Compare and contrast the most important points and Key 4‑PS3 Energy details presented in two texts on the same topic. Connections to other DCIs in fourth grade W.3.9: Recall information from experiences or gather information N/A from print and digital sources; take brief notes on sources and sort Articulation of DCIs across grade levels evidence into provided categories. 4‑PS3‑1: MS.PS3.A Mathematics 4‑PS3‑2: MS.PS2.B, MS.PS3.A, MS.PS3.B, MS.PS4.B 3‑ESS2‑1: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.3 4‑PS3‑3: K.PS2.B, 3.PS2.A, MS.PS2.A, MS.PS3.A, MS.PS3.B, MS.PS3.C 3‑ESS2‑2: MP.2, MP.4 4‑PS3‑4: K.ETS1.A, 2.ETS1.B, 5.PS3.D, 5.LS1.C, MS.PS3.A, MS.PS3.B, Key MS.ETS1.B, MS.ETS1.C MP.2: Reason abstractly and quantitatively. Connections to Common Core State Standards MP.4: Model with Mathematics. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment MP.5: Use appropriate tools strategically. of a given Performance Expectation, but may be otherwise connected to it.) 3.MD.A.2: Measure and estimate liquid volumes and masses of ELA/Literacy objects using standard units of grams (g), kilograms (kg), and liters 4‑PS3‑1: RI.4.1, RI.4.3, RI.4.9, W.4.2, W.4.8, W.4.9 (l). Add, subtract, multiply, or divide to solve 1‑step word problems 4‑PS3‑2: W.4.7, W.4.8 involving masses or volumes that are given in the same units (e.g., 4‑PS3‑3: W.4.7, W.4.8 by using drawings [such as a beaker with a measurement scale] to 4‑PS3‑4: W.4.7, W.4.8 represent the problem). NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 139

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Key Key RI.4.1: Refer to details and examples in a text when explaining RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from what the text says explicitly and when drawing inferences from the text. the text. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, RI.4.9: Integrate information from two texts on the same topic in scientific, or technical text, including what happened and why, order to write or speak about the subject knowledgeably. based on specific information in the text. SL.4.5: Add audio recordings and visual displays to presentations RI.4.9: Integrate information from two texts on the same topic in when appropriate to enhance the development of main ideas or order to write or speak about the subject knowledgeably. themes. W.4.2: Write informative/explanatory texts to examine a topic and Mathematics convey ideas and information clearly. 4‑PS4‑1: MP.4, 4.G.A.1 W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4‑PS4‑2: MP.4, 4.G.A.1 W.4.8: Recall relevant information from experiences or gather Key relevant information from print and digital sources; take notes, MP.4: Model with Mathematics. categorize information, and provide a list of sources. 4.G.A.1: Draw points, lines, line segments, rays, angles (e.g., right, W.4.9: Draw evidence from literary or informational texts to acute, obtuse), and perpendicular and parallel lines. Identify these support analysis, reflection, and research. in two‑dimensional figures. Mathematics 4‑LS1 From Molecules to Organisms: Structures and 4‑PS3‑4: 4.OA.A.3 Key Processes 4.OA.A.3: Solve multi‑step word problems posed with whole Connections to other DCIs in fourth grade numbers and having whole‑number answers using the four N/A operations, including problems in which remainders must Articulation of DCIs across grade levels be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the 4‑LS1‑1: 1.LS1.A, 3.LS3.B, MS.LS1.A reasonableness of answers using mental computation and 4‑LS1‑2: 1.LS1.D, MS.LS1.A, MS.LS1.D Connections to Standards Arranged by DCIs estimation strategies, including rounding. Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment 4‑PS4 Waves and Their Applications in Technologies for of a given Performance Expectation, but may be otherwise connected to it.) Information Transfer ELA/Literacy 4‑LS1‑1: W.4.1 Connections to other DCIs in fourth grade 4‑LS1‑2: SL.4.5 4‑PS4‑1: 4.PS3.A, 4.PS3.B Key 4‑PS4‑3: 4.ETS1.A W.4.1: Write opinion pieces on topics or texts, supporting a point Articulation of DCIs across grade levels of view with reasons and information. 4‑PS4‑1: MS.PS4.A SL.4.5: Add audio recordings and visual displays to presentations 4‑PS4‑2: 1.PS4.B, MS.PS4.B, MS.LS1.D when appropriate to enhance the development of main ideas or 4‑PS4‑3: K.ETS1.A, 1.PS4.C, 2.ETS1.B, 2.ETS1.C, 3.PS2.A, MS.PS4.C, themes. MS.ETS1.B Mathematics Connections to Co.mmon Core State Standards 4‑LS1‑1: 4.G.A.3 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) Key 4.G.A.3: Recognize a line of symmetry for a two‑dimensional ELA/Literacy figure as a line across the figure such that the figure can be folded 4‑PS4‑1: SL.4.5 across the line into matching parts. Identify line‑symmetric figures 4‑PS4‑2: SL.4.5 and draw lines of symmetry. 4‑PS4‑3: RI.4.1, RI.4.9 140 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) 4‑ESS1 Earth’s Place in the Universe ELA/Literacy 4‑ESS2‑1: W.4.7, W.4.8 Connections to other DCIs in fourth grade 4‑ESS2‑2: RI.4.7 N/A Key Articulation of DCIs across grade levels RI.4.7: Interpret information presented visually, orally, or 4‑ESS1‑1: 2.ESS1.C, 3.LS4.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.A, quantitatively (e.g., in charts, graphs, diagrams, time lines, MS.ESS2.B animations, or interactive elements on Web pages) and explain Connections to Common Core State Standards how the information contributes to an understanding of the text (Note: Items appearing in italics are not pre-requisite to the successful accomplishment in which it appears. of a given Performance Expectation, but may be otherwise connected to it.) W.4.7: Conduct short research projects that build knowledge ELA/Literacy through investigation of different aspects of a topic. 4‑ESS1‑1: W.4.7, W.4.8, W.4.9 W.4.8: Recall relevant information from experiences or gather Key relevant information from print and digital sources; take notes, W.4.7: Conduct short research projects that build knowledge categorize information, and provide a list of sources. through investigation of different aspects of a topic. Mathematics W.4.8: Recall relevant information from experiences or gather 4‑ESS2‑1: MP.2, MP.4, MP.5, 4.MD.A.1, 4.MD.A.2 relevant information from print and digital sources; take notes, 4‑ESS2‑2: 4.MD.A.2 categorize information, and provide a list of sources. Key W.4.9: Draw evidence from literary or informational texts to MP.2: Reason abstractly and quantitatively. support analysis, reflection, and research. MP.4: Model with Mathematics. Mathematics MP.5: Use appropriate tools strategically. 4‑ESS1‑1: MP.2, MP.4, 4.MD.A.1 4.MD.A.1: Know relative sizes of measurement units within Key one system of units, including km, m, and cm; kg and g; lb and MP.2: Reason abstractly and quantitatively. oz; l and mL; and hr, min, and sec. Within a single system of MP.4: Model with Mathematics. measurement, express measurements in a larger unit in terms of 4.MD.A.1: Know relative sizes of measurement units within a smaller unit. Record measurement equivalents in a two‑column Connections to Standards Arranged by DCIs one system of units, including km, m, and cm; kg and g; lb and table. oz; l and mL; and hr, min, and sec. Within a single system of 4.MD.A.2: Use the four operations to solve word problems measurement, express measurements in a larger unit in terms of involving distances, intervals of time, liquid volumes, masses of a smaller unit. Record measurement equivalents in a two‑column objects, and money, including problems involving simple fractions table. or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line 4‑ESS2 Earth’s Systems diagrams that feature a measurement scale. Connections to other DCIs in fourth grade N/A 4‑ESS3 Earth and Human Activity Articulation of DCIs across grade levels Connections to other DCIs in fourth grade 4‑ESS2‑1: 2.ESS1.C, 2.ESS2.A, 5.ESS2.A 4‑ESS3‑2: 4.ETS1.C 4‑ESS2‑2: 2.ESS2.B, 2.ESS2.C, 5.ESS2.C, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B Articulation of DCIs across grade levels 4‑ESS3‑1: 5.ESS3.C, MS.PS3.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C, Connections to Common Core State Standards MS.ESS3.D (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) 4‑ESS3‑2: K.ETS1.A, 2.ETS1.B, 2.ETS1.C, MS.ESS2.A, MS.ESS3.B, MS.ETS1.B NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 141

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Articulation of DCIs across grade bands Key MS‑ESS2‑1: 4.PS3.B, 4.ESS2.A, 5.ESS2.A, HS.PS1.B, HS.PS3.B, HS.LS1.C, MP.2: Reason abstractly and quantitatively. HS.LS2.B, HS.ESS2.A, HS.ESS2.C, HS.ESS2.E 6.NS.C.5: Understand that positive and negative numbers are MS‑ESS2‑2: 4.ESS1.C, 4.ESS2.A, 4.ESS2.E, 5.ESS2.A, HS.PS3.D, HS.LS2.B, used together to describe quantities having opposite directions or HS.ESS1.C, HS.ESS2.A, HS.ESS2.B, HS.ESS2.C, HS.ESS2.D, HS.ESS2.E, values (e.g., temperature above/below zero, elevation above/below HS.ESS3.D sea level, credits/debits, positive/negative electrical charge); use MS‑ESS2‑3: 3.LS4.A, 3.ESS3.B, 4.ESS1.C, 4.ESS2.B, 4.ESS3.B, HS.LS4.A, positive and negative numbers to represent quantities in real‑world HS.LS4.C, HS.ESS1.C, HS.ESS2.A, HS.ESS2.B contexts, explaining the meaning of zero in each situation. MS‑ESS2‑4: 3.PS2.A, 4.PS3.B, 5.PS2.B, 5.ESS2.C, HS.PS2.B, HS.PS3.B, 6.EE.B.6: Use variables to represent numbers and write expressions HS.PS4.B, HS.ESS2.A, HS.ESS2.C, HS.ESS2.D when solving a real‑world or mathematical problem; understand MS‑ESS2‑5: 3.ESS2.D, 5.ESS2.A, HS.ESS2.C, HS.ESS2.D that a variable can represent an unknown number or, depending MS‑ESS2‑6: 3.PS2.A, 3.ESS2.D, 5.ESS2.A, HS.PS2.B, HS.PS3.B, HS.PS3.D, on the purpose at hand, any number in a specified set. HS.ESS1.B, HS.ESS2.A, HS.ESS2.D 7.EE.B.4: Use variables to represent quantities in a real‑world or mathematical problem, and construct simple equations and Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment inequalities to solve problems by reasoning about the quantities. of a given Performance Expectation, but may be otherwise connected to it.) ELA/Literacy MS‑ESS3 Earth and Human Activity MS‑ESS2‑1: SL.8.5 Connections to other DCIs in this grade band MS‑ESS2‑2: RST.6‑8.1, WHST.6‑8.2, SL.8.5 MS‑ESS3‑1: MS.PS1.A, MS.PS1.B, MS.ESS2.D MS‑ESS2‑3: RST.6‑8.1, RST.6‑8.7, RST.6‑8.9 MS‑ESS3‑2: MS.PS3.C MS‑ESS2‑5: RST.6‑8.1, RST.6‑8.9, WHST.6‑8.8 MS‑ESS3‑3: MS.LS2.A, MS.LS2.C, MS.LS4.D MS‑ESS2‑6: SL.8.5 MS‑ESS3‑4: MS.LS2.A, MS.LS2.C, MS.LS4.D Key MS‑ESS3‑5: MS.PS3.A RST.6‑8.1: Cite specific textual evidence to support analysis of Articulation of DCIs across grade bands science and technical texts. MS‑ESS3‑1: 4.PS3.D, 4.ESS3.A, HS.PS3.B, HS.LS1.C, HS.ESS2.A, RST.6‑8.7: Integrate quantitative or technical information expressed HS.ESS2.B, HS.ESS2.C, HS.ESS3.A Connections to Standards Arranged by DCIs in words in a text with a version of that information expressed MS‑ESS3‑2: 3.ESS3.B, 4.ESS3.B, HS.ESS2.B, HS.ESS2.D, HS.ESS3.B, visually (e.g., in a flowchart, diagram, model, graph, or table). HS.ESS3.D RST.6‑8.9: Compare and contrast the information gained from MS‑ESS3‑3: 3.LS2.C, 3.LS4.D, 5.ESS3.C, HS.LS2.C, HS.LS4.C, HS.LS4.D, experiments, simulations, video, or multimedia sources with that HS.ESS2.C, HS.ESS2.D, HS.ESS2.E, HS.ESS3.C, HS.ESS3.D gained from reading a text on the same topic. MS‑ESS3‑4: 3.LS2.C, 3.LS4.D, 5.ESS3.C, HS.LS2.A, HS.LS2.C, HS.LS4.C, WHST.6‑8.2: Write informative/explanatory texts to examine a HS.LS4.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C topic and convey ideas, concepts, and information through the MS‑ESS3‑5: HS.PS3.B, HS.PS4.B, HS.ESS2.A, HS.ESS2.D, HS.ESS3.C, selection, organization, and analysis of relevant content. HS.ESS3.D WHST.6‑8.8: Gather relevant information from multiple print Connections to Common Core State Standards and digital sources; assess the credibility of each source; quote (Note: Items appearing in italics are not pre-requisite to the successful accomplishment or paraphrase the data and conclusions of others while avoiding of a given Performance Expectation, but may be otherwise connected to it.) plagiarism and providing basic bibliographic information for ELA/Literacy sources. MS‑ESS3‑1: RST.6‑8.1, WHST.6‑8.2, WHST.6‑8.9 SL.8.5: Include multimedia components and visual displays in MS‑ESS3‑2: RST.6‑8.1, RST.6‑8.7 presentations to clarify claims and findings and emphasize salient MS‑ESS3‑3: WHST.6‑8.7, WHST.6‑8.8 points. MS‑ESS3‑4: RST.6‑8.1, WHST.6‑8.1, WHST.6‑8.9 Mathematics MS‑ESS3‑5: RST.6‑8.1 MS‑ESS2‑2: MP.2, 6.EE.B.6, 7.EE.B.4 Key MS‑ESS2‑3: MP.2, 6.EE.B.6, 7.EE.B.4 RST.6‑8.1: Cite specific textual evidence to support analysis of MS‑ESS2‑5: MP.2, 6.NS.C.5 science and technical texts. 152 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) RST.6‑8.7: Integrate quantitative or technical information expressed Connections to MS‑ETS1.C: Optimizing the Design Solution in words in a text with a version of that information expressed Physical Sciences: MS‑PS1‑6 visually (e.g., in a flowchart, diagram, model, graph, or table). Articulation of DCIs across grade bands WHST.6‑8.1: Write arguments focused on discipline content. MS‑ETS1‑1: 3‑5.ETS1.A, 3‑5.ETS1.C, HS.ETS1.A, HS.ETS1.B WHST.6‑8.2: Write informative/explanatory texts to examine a MS‑ETS1‑2: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.A, HS.ETS1.B topic and convey ideas, concepts, and information through the MS‑ETS1‑3: 3‑5.ETS1.A, 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.B, HS.ETS1.C selection, organization, and analysis of relevant content. MS‑ETS1‑4: 3‑5.ETS1.B, 3‑5.ETS1.C, HS.ETS1.B, HS.ETS1.C WHST.6‑8.7: Conduct short research projects to answer a question (including a self‑generated question), drawing on several sources Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment and generating additional related, focused questions that allow of a given Performance Expectation, but may be otherwise connected to it.) for multiple avenues of exploration. WHST.6‑8.8: Gather relevant information from multiple print ELA/Literacy and digital sources; assess the credibility of each source; quote MS‑ETS1‑1: RST.6‑8.1, WHST.6‑8.8 or paraphrase the data and conclusions of others while avoiding MS‑ETS1‑2: RST.6‑8.1, RST.6‑8.9, WHST.6‑8.7, WHST.6‑8.9 plagiarism and providing basic bibliographic information for MS‑ETS1‑3: RST.6‑8.1, RST.6‑8.7, RST.6‑8.9 sources. MS‑ETS1‑4: SL.8.5 WHST.6‑8.9: Draw evidence from informational texts to support Key analysis, reflection, and research. RST.6‑8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics RST.6‑8.7: Integrate quantitative or technical information MS‑ESS3‑1: 6.EE.B.6, 7.EE.B.4 expressed in words in a text with a version of that information MS‑ESS3‑2: MP.2, 6.EE.B.6, 7.EE.B.4 expressed visually (e.g., in a flowchart, diagram, model, graph, or MS‑ESS3‑3: 6.RP.A.1, 7.RP.A.2, 6.EE.B.6, 7.EE.B.4 table). MS‑ESS3‑4: 6.RP.A.1, 7.RP.A.2, 6.EE.B.6, 7.EE.B.4 RST.6‑8.9: Compare and contrast the information gained from MS‑ESS3‑5: MP.2, 6.EE.B.6, 7.EE.B.4 experiments, simulations, video, or multimedia sources with that Key gained from reading a text on the same topic. MP.2: Reason abstractly and quantitatively. WHST.6‑8.7: Conduct short research projects to answer a question Connections to Standards Arranged by DCIs 6.RP.A.1: Understand the concept of a ratio and use ratio language (including a self‑generated question), drawing on several sources to describe a ratio relationship between two quantities. and generating additional related, focused questions that allow 7.RP.A.2: Recognize and represent proportional relationships for multiple avenues of exploration. between quantities. WHST.6‑8.8: Gather relevant information from multiple print 6.EE.B.6: Use variables to represent numbers and write expressions and digital sources; assess the credibility of each source; quote when solving a real‑world or mathematical problem; understand or paraphrase the data and conclusions of others while avoiding that a variable can represent an unknown number or, depending plagiarism and providing basic bibliographic information for on the purpose at hand, any number in a specified set. sources. 7.EE.B.4: Use variables to represent quantities in a real‑world WHST.6‑8.9: Draw evidence from informational texts to support or mathematical problem, and construct simple equations and analysis, reflection, and research. inequalities to solve problems by reasoning about the quantities. SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient MS‑ETS1 Engineering Design points. Connections to MS‑ETS1.A: Defining and Delimiting Engineering Mathematics Problems MS‑ETS1‑1: MP.2, 7.EE.B.3 Physical Sciences: MS‑PS3‑3 MS‑ETS1‑2: MP.2, 7.EE.B.3 Connections to MS‑ETS1.B: Developing Possible Solutions Problems MS‑ETS1‑3: MP.2, 7.EE.B.3 Physical Sciences: MS‑PS1‑6, MS‑PS3‑3 MS‑ETS1‑4: MP.2, 7.SP.C.7 Life Sciences: MS‑LS2‑5 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 153

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Key Key MP.2: Reason abstractly and quantitatively. RST.9‑10.7: Translate quantitative or technical information 7.EE.B.3: Solve multi‑step, real‑world and mathematical problems expressed in words in a text into visual form (e.g., a table or chart) posed with positive and negative rational numbers in any form and translate information expressed visually or mathematically (e.g., whole numbers, fractions, decimals), using tools strategically. (e.g., in an equation) into words. Apply properties of operations to calculate with numbers in RST.11‑12.1: Cite specific textual evidence to support analysis of any form, convert between forms as appropriate, assess the science and technical texts, attending to important distinctions the reasonableness of answers using mental computation and author makes and to any gaps or inconsistencies in the account. estimation strategies. WHST.9‑12.2: Write informative/explanatory texts, including the 7.SP.C.7: Develop a probability model and use it to find narration of historical events, scientific procedures/experiments, or probabilities of events. Compare probabilities from a model technical processes. to observed frequencies; if the agreement is not good, explain WHST.9‑12.5: Develop and strengthen writing as needed by possible sources of the discrepancy. planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific HS‑PS1 Matter and Its Interactions purpose and audience. WHST.9‑12.7: Conduct short as well as more sustained research Connections to other DCIs in this grade band projects to answer a question (including a self‑generated HS‑PS1‑1: HS.LS1.C question) or solve a problem; narrow or broaden the inquiry HS‑PS1‑2: HS.LS1.C, HS.ESS2.C when appropriate; synthesize multiple sources on the subject, HS‑PS1‑3: HS.ESS2.C demonstrating understanding of the subject under investigation. HS‑PS1‑4: HS.PS3.A, HS.PS3.B, HS.PS3.D, HS.LS1.C WHST.11‑12.8: Gather relevant information from multiple HS‑PS1‑5: HS.PS3.A authoritative print and digital sources, using advanced searches HS‑PS1‑6: HS.PS3.B effectively; assess the strengths and limitations of each source HS‑PS1‑7: HS.PS3.B, HS.LS1.C, HS.LS2.B in terms of the specific task, purpose, and audience; integrate HS‑PS1‑8: HS.PS3.A, HS.PS3.B, HS.PS3.C, HS.PS3.D, HS.ESS1.A, information into the text selectively to maintain the flow of ideas, HS.ESS1.C avoiding plagiarism and overreliance on any one source and Articulation to DCIs across grade bands following a standard format for citation. Connections to Standards Arranged by DCIs HS‑PS1‑1: MS.PS1.A, MS.PS1.B WHST.9‑12.9: Draw evidence from informational texts to support HS‑PS1‑2: MS.PS1.A, MS.PS1.B analysis, reflection, and research. HS‑PS1‑3: MS.PS1.A, MS.PS2.B SL.11‑12.5: Make strategic use of digital media (e.g., textual, HS‑PS1‑4: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.D, MS.LS1.C graphical, audio, visual, and interactive elements) in presentations HS‑PS1‑5: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B to enhance understanding of findings, reasoning, and evidence HS‑PS1‑6: MS.PS1.B and to add interest. HS‑PS1‑7: MS.PS1.A, MS.PS1.B, MS.LS1.C, MS.LS2.B, MS.ESS2.A Mathematics HS‑PS1‑8: MS.PS1.A, MS.PS1.B, MS.PS1.C, MS.ESS2.A HS‑PS1‑2: HSN‑Q.A.1, HSN‑Q.A.3 Connections to Common Core State Standards HS‑PS1‑3: HSN‑Q.A.1, HSN‑Q.A.3 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HS‑PS1‑4: MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 of a given Performance Expectation, but may be otherwise connected to it.) HS‑PS1‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.3 ELA/Literacy HS‑PS1‑7: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS1‑1: RST.9‑10.7 HS‑PS1‑8: MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS1‑2: WHST.9‑12.2, WHST.9‑12.5 Key HS‑PS1‑3: RST.11‑12.1, WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 MP.2: Reason abstractly and quantitatively. HS‑PS1‑4: SL.11‑12.5 MP.4: Model with Mathematics. HS‑PS1‑5: RST.11‑12.1, WHST.9‑12.2 HSN‑Q.A.1: Use units as a way to understand problems and to guide the solution of multi‑step problems; choose and interpret HS‑PS1‑6: WHST.9‑12.7 units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. 154 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) HSN‑Q.A.2: Define appropriate quantities for the purpose of effectively; assess the strengths and limitations of each source descriptive modeling. in terms of the specific task, purpose, and audience; integrate HSN‑Q.A.3: Choose a level of accuracy appropriate to the information into the text selectively to maintain the flow of ideas, limitations on measurement when reporting quantities. avoiding plagiarism and overreliance on any one source and following a standard format for citation. HS‑PS2 Motion and Stability: Forces and Interactions WHST.9‑12.9: Draw evidence from informational texts to support analysis, reflection, and research. Connections to other DCIs in this grade band HS‑PS2‑1: HS.PS3.C, HS.ESS1.A, HS.ESS1.C, HS.ESS2.C Mathematics HS‑PS2‑2: HS.ESS1.A, HS.ESS1.C HS‑PS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑PS2‑4: HS.PS3.A, HS.ESS1.A, HS.ESS1.B, HS.ESS1.C, HS.ESS2.C, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA‑CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4, HS.ESS3.A HSF‑IF.C.7, HSS‑ID.A.1 HS‑PS2‑5: HS.PS3.A, HS.PS4.B, HS.ESS2.A, HS.ESS3.A HS‑PS2‑2: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HSA‑CED.A.1, HSA‑CED.A.2, HSA‑CED.A.4 Articulation to DCIs across grade bands HS‑PS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑PS2‑1: MS.PS2.A, MS.PS3.C HSA‑SSE.A.1, HSA‑SSE.B.3 HS‑PS2‑2: MS.PS2.A, MS.PS3.C HS‑PS2‑5: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS2‑3: MS.PS2.A, MS.PS3.C HS‑PS2‑6: HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS2‑4: MS.PS2.B, MS.ESS1.B Key HS‑PS2‑5: MS.PS2.B, MS.ESS1.B MP.2: Reason abstractly and quantitatively. HS‑PS2‑6: MS.PS1.A, MS.PS2.B MP.4: Model with Mathematics. Connections to Common Core State Standards HSN‑Q.A.1: Use units as a way to understand problems and to (Note: Items appearing in italics are not pre-requisite to the successful accomplishment guide the solution of multi‑step problems; choose and interpret of a given Performance Expectation, but may be otherwise connected to it.) units consistently in formulas; choose and interpret the scale and ELA/Literacy the origin in graphs and data displays. HS‑PS2‑1: RST.11‑12.1, RST.11‑12.7, WHST.9‑12.9 HSN‑Q.A.2: Define appropriate quantities for the purpose of HS‑PS2‑3: WHST.9‑12.7 descriptive modeling. Connections to Standards Arranged by DCIs HS‑PS2‑5: WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑PS2‑6: RST.11‑12.1, WHST.9‑12.2 limitations on measurement when reporting quantities. Key HSA‑SSE.A.1: Interpret expressions that represent a quantity in RST.11‑12.1: Cite specific textual evidence to support analysis of terms of its context. science and technical texts, attending to important distinctions the HSA‑SSE.B.3: Choose and produce an equivalent form of an author makes and to any gaps or inconsistencies in the account. expression to reveal and explain properties of the quantity RST.11‑12.7: Integrate and evaluate multiple sources of represented by the expression. information presented in diverse formats and media (e.g., HSA‑CED.A.1: Create equations and inequalities in one variable quantitative data, video, multimedia) in order to address a and use them to solve problems. question or solve a problem. HSA‑CED.A.2: Create equations in two or more variables to WHST.9‑12.2: Write informative/explanatory texts, including the represent relationships between quantities; graph equations on narration of historical events, scientific procedures/experiments, or coordinate axes with labels and scales. technical processes. HSA‑CED.A.4: Rearrange formulas to highlight a quantity of WHST.9‑12.7: Conduct short as well as more sustained research interest, using the same reasoning as in solving equations. projects to answer a question (including a self‑generated HSF‑IF.C.7: Graph functions expressed symbolically and show question) or solve a problem; narrow or broaden the inquiry Key features of the graph, by hand in simple cases and using when appropriate; synthesize multiple sources on the subject, technology for more complicated cases. demonstrating understanding of the subject under investigation. HSS‑ID.A.1: Represent data with plots on the real number line WHST.11‑12.8: Gather relevant information from multiple (e.g., dot plots, histograms, box plots). authoritative print and digital sources, using advanced searches NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 155

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) HS‑PS3 Energy Mathematics HS‑PS3‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 Connections to other DCIs in this grade band HS‑PS3‑2: MP.2, MP.4 HS‑PS3‑1: HS.PS1.B, HS.LS2.B, HS.ESS1.A, HS.ESS2.A HS‑PS3‑3: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑PS3‑2: HS.PS1.A, HS.PS1.B, HS.PS2.B, HS.ESS2.A HS‑PS3‑4: MP.2, MP.4 HS‑PS3‑3: HS.ESS3.A HS‑PS3‑5: MP.2, MP.4 HS‑PS3‑4: HS.ESS1.A, HS.ESS2.A, HS.ESS2.D Key HS‑PS3‑5: HS.PS2.B MP.2: Reason abstractly and quantitatively. Articulation to DCIs across grade bands MP.4: Model with Mathematics. HS‑PS3‑1: MS.PS3.A, MS.PS3.B, MS.ESS2.A HSN‑Q.A.1: Use units as a way to understand problems and to HS‑PS3‑2: MS.PS1.A, MS.PS2.B, MS.PS3.A, MS.PS3.C guide the solution of multi‑step problems; choose and interpret HS‑PS3‑3: MS.PS3.A, MS.PS3.B, MS.ESS2.A units consistently in formulas; choose and interpret the scale and HS‑PS3‑4: MS.PS3.B the origin in graphs and data displays. HS‑PS3‑5: MS.PS2.B, MS.PS3.C HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HSN‑Q.A.3: Choose a level of accuracy appropriate to the of a given Performance Expectation, but may be otherwise connected to it.) limitations on measurement when reporting quantities. ELA/Literacy HS‑PS3‑1: SL.11‑12.5 HS‑PS4 Waves and Their Applications in Technologies for HS‑PS3‑2: SL.11‑12.5 Information Transfer HS‑PS3‑3: WHST.9‑12.7 Connections to other DCIs in this grade band HS‑PS3‑4: RST.11‑12.1, WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9 HS‑PS4‑1: HS.ESS2.A HS‑PS3‑5: WHST.9‑12.7, WHST.11‑12.8, WHST.9‑12.9, SL.11‑12.5 HS‑PS4‑3: HS.PS3.D, HS.ESS1.A, HS.ESS2.D Key HS‑PS4‑4: HS.PS1.C, HS.LS1.C, HS.PS3.A, HS.PS3.D RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑PS4‑5: HS.PS3.A science and technical texts, attending to important distinctions the Articulation to DCIs across grade bands Connections to Standards Arranged by DCIs author makes and to any gaps or inconsistencies in the account. WHST.9‑12.7: Conduct short as well as more sustained research HS‑PS4‑1: MS.PS4.A, MS.PS4.B projects to answer a question (including a self‑generated HS‑PS4‑2: MS.PS4.A, MS.PS4.B, MS.PS4.C question) or solve a problem; narrow or broaden the inquiry HS‑PS4‑3: MS.PS4.B when appropriate; synthesize multiple sources on the subject, HS‑PS4‑4: MS.PS3.D, MS.PS4.B, MS.LS1.C, MS.ESS2.D demonstrating understanding of the subject under investigation. HS‑PS4‑5: MS.PS4.A, MS.PS4.B, MS.PS4.C WHST.11‑12.8: Gather relevant information from multiple Connections to Common Core State Standards authoritative print and digital sources, using advanced searches (Note: Items appearing in italics are not pre-requisite to the successful accomplishment effectively; assess the strengths and limitations of each source of a given Performance Expectation, but may be otherwise connected to it.) in terms of the specific task, purpose, and audience; integrate ELA/Literacy information into the text selectively to maintain the flow of ideas, HS‑PS4‑1: RST.11‑12.7 avoiding plagiarism and overreliance on any one source and HS‑PS4‑2: RST.9‑10.8, RST.11‑12.1, RST.11‑12.8 following a standard format for citation. HS‑PS4‑3: RST.9‑10.8, RST.11‑12.1, RST.11‑12.8 WHST.9‑12.9: Draw evidence from informational texts to support HS‑PS4‑4: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8, analysis, reflection, and research. WHST.11‑12.8 SL.11‑12.5: Make strategic use of digital media (e.g., textual, HS‑PS4‑5: WHST.9‑12.2 graphical, audio, visual, and interactive elements) in presentations Key to enhance understanding of findings, reasoning, and evidence RST.9‑10.8: Assess the extent to which the reasoning and evidence and to add interest. in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 156 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑LS1‑3: MS.LS1.A science and technical texts, attending to important distinctions the HS‑LS1‑4: MS.LS1.A, MS.LS1.B, MS.LS3.A author makes and to any gaps or inconsistencies in the account. HS‑LS1‑5: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B RST.11‑12.7: Integrate and evaluate multiple sources of HS‑LS1‑6: MS.PS1.A, MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.ESS2.E information presented in diverse formats and media (e.g., HS‑LS1‑7: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B quantitative data, video, multimedia) in order to address a Connections to Common Core State Standards question or solve a problem. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment RST.11‑12.8: Evaluate the hypotheses, data, analyses, and of a given Performance Expectation, but may be otherwise connected to it.) conclusions in a science or technical text, verifying the data when ELA/Literacy possible and corroborating or challenging conclusions with other HS‑LS1‑1: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 sources of information. HS‑LS1‑2: SL.11‑12.5 WHST.9‑12.2: Write informative/explanatory texts, including the HS‑LS1‑3: WHST.9‑12.7, WHST.11‑12.8 narration of historical events, scientific procedures/experiments, or HS‑LS1‑4: SL.11‑12.5 technical processes. HS‑LS1‑5: SL.11‑12.5 WHST.11‑12.8: Gather relevant information from multiple HS‑LS1‑6: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.5, WHST.9‑12.9 authoritative print and digital sources, using advanced searches HS‑LS1‑7: SL.11‑12.5 effectively; assess the strengths and limitations of each source Key in terms of the specific task, purpose, and audience; integrate RST.11‑12.1: Cite specific textual evidence to support analysis of information into the text selectively to maintain the flow of ideas, science and technical texts, attending to important distinctions the avoiding plagiarism and overreliance on any one source and author makes and to any gaps or inconsistencies in the account. following a standard format for citation. WHST.9‑12.2: Write informative/explanatory texts, including the Mathematics narration of historical events, scientific procedures/experiments, or HS‑PS4‑1: MP.2, MP.4, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4 technical processes. HS‑PS4‑3: MP.2, HSA‑SSE.A.1, HSA‑SSE.B.3, HSA.CED.A.4 WHST.9‑12.5: Develop and strengthen writing as needed by Key planning, revising, editing, rewriting, or trying a new approach, MP.2: Reason abstractly and quantitatively. focusing on addressing what is most significant for a specific Connections to Standards Arranged by DCIs MP.4: Model with Mathematics. purpose and audience. HSA‑SSE.A.1: Interpret expressions that represent a quantity in WHST.9‑12.7: Conduct short as well as more sustained research terms of its context. projects to answer a question (including a self‑generated HSA‑SSE.B.3: Choose and produce an equivalent form of an question) or solve a problem; narrow or broaden the inquiry expression to reveal and explain properties of the quantity when appropriate; synthesize multiple sources on the subject, represented by the expression. demonstrating understanding of the subject under investigation. HSA.CED.A.4: Rearrange formulas to highlight a quantity of WHST.11‑12.8: Gather relevant information from multiple interest, using the same reasoning as in solving equations. authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source HS‑LS1 From Molecules to Organisms: Structures and in terms of the specific task, purpose, and audience; integrate Processes information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and Connections to other DCIs in this grade band following a standard format for citation. HS‑LS1‑1: HS.LS3.A WHST.9‑12.9: Draw evidence from informational texts to support HS‑LS1‑5: HS.PS1.B, HS.PS3.B analysis, reflection, and research. HS‑LS1‑6: HS.PS1.B SL.11‑12.5: Make strategic use of digital media (e.g., textual, HS‑LS1‑7: HS.PS1.B, HS.PS2.B, HS.PS3.B graphical, audio, visual, and interactive elements) in presentations Articulation to DCIs across grade bands to enhance understanding of findings, reasoning, and evidence HS‑LS1‑1: MS.LS1.A, MS.LS3.A, MS.LS3.B and to add interest. HS‑LS1‑2: MS.LS1.A NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 157

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Mathematics RST.11‑12.7: Integrate and evaluate multiple sources of HS‑LS1‑4: MP.4, HSF‑IF.C.7, HSF‑BF.A.1 information presented in diverse formats and media (e.g., Key quantitative data, video, multimedia) in order to address a MP.4: Model with Mathematics. question or solve a problem. HSF‑IF.C.7: Graph functions expressed symbolically and show RST.11‑12.8: Evaluate the hypotheses, data, analyses, and Key features of the graph, by hand in simple cases and using conclusions in a science or technical text, verifying the data when technology for more complicated cases. possible and corroborating or challenging conclusions with other HSF‑BF.A.1: Write a function that describes a relationship between sources of information. two quantities. WHST.9‑12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or HS‑LS2 Ecosystems: Interactions, Energy, and Dynamics technical processes. WHST.9‑12.5: Develop and strengthen writing as needed by Connections to other DCIs in this grade band planning, revising, editing, rewriting, or trying a new approach, HS‑LS2‑2: HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D focusing on addressing what is most significant for a specific HS‑LS2‑3: HS.PS1.B, HS.PS3.B, HS.PS3.D, HS.ESS2.A purpose and audience. HS‑LS2‑4: HS.PS3.B, HS.PS3.D WHST.9‑12.7: Conduct short as well as more sustained research HS‑LS2‑5: HS.PS1.B, HS.ESS2.D projects to answer a question (including a self‑generated HS‑LS2‑6: HS.ESS2.E question) or solve a problem; narrow or broaden the inquiry HS‑LS2‑7: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C when appropriate; synthesize multiple sources on the subject, Articulation across grade bands demonstrating understanding of the subject under investigation. HS‑LS2‑1: MS.LS2.A, MS.LS2.C, MS.ESS3.A, MS.ESS3.C Mathematics HS‑LS2‑2: MS.LS2.A, MS.LS2.C, MS.ESS3.C HS‑LS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑3: MS.PS1.B, MS.PS3.D, MS.LS1.C, MS.LS2.B HS‑LS2‑2: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑4: MS.PS3.D, MS.LS1.C, MS.LS2.B HS‑LS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑5: MS.PS3.D, MS.LS1.C, MS.LS2.B, MS.ESS2.A HS‑LS2‑6: MP.2, HSS‑ID.A.1, HSS‑IC.A.1, HSS‑IC.B.6 HS‑LS2‑6: MS.LS2.A, MS.LS2.C, MS.ESS3.C, MS.ESS2.E HS‑LS2‑7: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑LS2‑7: MS.LS2.C, MS.ESS3.C, MS.ESS3.D Connections to Standards Arranged by DCIs Key HS‑LS2‑8: MS.LS1.B MP.2: Reason abstractly and quantitatively. Connections to Common Core State Standards MP.4: Model with Mathematics. (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HSN‑Q.A.1: Use units as a way to understand problems and to of a given Performance Expectation, but may be otherwise connected to it.) guide the solution of multi‑step problems; choose and interpret ELA/Literacy units consistently in formulas; choose and interpret the scale and HS‑LS2‑1: RST.11‑12.1, WHST.9‑12.2 the origin in graphs and data displays. HS‑LS2‑2: RST.11‑12.1, WHST.9‑12.2 HSN‑Q.A.2: Define appropriate quantities for the purpose of HS‑LS2‑3: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.5 descriptive modeling. HS‑LS2‑6: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8 HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑LS2‑7: RST.9‑10.8, RST.11‑12.7, RST.11‑12.8, WHST.9‑12.7 limitations on measurement when reporting quantities. HS‑LS2‑8: RST.9‑10.8, RST.11‑12.1, RST.11‑12.7, RST.11‑12.8 HSS‑ID.A.1: Represent data with plots on the real number line. Key HSS‑IC.A.1: Understand statistics as a process for making inferences RST.9‑10.8: Assess the extent to which the reasoning and evidence about population parameters based on a random sample from in a text support the author’s claim or a recommendation for that population. solving a scientific or technical problem. HSS‑IC.B.6: Evaluate reports based on data. RST.11‑12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 158 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) HS‑LS3 Heredity: Inheritance and Variation of Traits Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment Connections to other DCIs in this grade band of a given Performance Expectation, but may be otherwise connected to it.) HS‑LS3‑3: HS.LS2.A, HS.LS2.C, HS.LS4.B, HS.LS4.C ELA/Literacy Articulation across grade bands HS‑LS4‑1: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9, SL.11‑12.4 HS‑LS3‑1: MS.LS3.A, MS.LS3.B HS‑LS4‑2: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9, SL.11‑12.4 HS‑LS3‑2: MS.LS3.A, MS.LS3.B HS‑LS4‑3: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 HS‑LS3‑3: MS.LS2.A, MS.LS3.B, MS.LS4.C HS‑LS4‑4: RST.11‑12.1, WHST.9‑12.2, WHST.9‑12.9 Connections to Common Core State Standards HS‑LS4‑5: RST.11‑12.8, WHST.9‑12.9 (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HS‑LS4‑6: WHST.9‑12.5, WHST.9‑12.7 of a given Performance Expectation, but may be otherwise connected to it.) Key ELA/Literacy RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑LS3‑1: RST.11‑12.1, RST.11‑12.9 science and technical texts, attending to important distinctions the HS‑LS3‑2: RST.11‑12.1, WHST.9‑12.1 author makes and to any gaps or inconsistencies in the account. Key RST.11‑12.8: Evaluate the hypotheses, data, analyses, and RST.11‑12.1: Cite specific textual evidence to support analysis of conclusions in a science or technical text, verifying the data when science and technical texts, attending to important distinctions the possible and corroborating or challenging conclusions with other author makes and to any gaps or inconsistencies in the account. sources of information. RST.11‑12.9: Synthesize information from a range of sources (e.g., WHST.9‑12.2: Write informative/explanatory texts, including the texts, experiments, simulations) into a coherent understanding narration of historical events, scientific procedures/experiments, or of a process, phenomenon, or concept, resolving conflicting technical processes. information when possible. WHST.9‑12.5: Develop and strengthen writing as needed by WHST.9‑12.1: Write arguments focused on discipline‑specific planning, revising, editing, rewriting, or trying a new approach, content. focusing on addressing what is most significant for a specific purpose and audience. Mathematics WHST.9‑12.7: Conduct short as well as more sustained research HS‑LS3‑2: MP.2 projects to answer a question (including a self‑generated Connections to Standards Arranged by DCIs HS‑LS3‑3: MP.2 question) or solve a problem; narrow or broaden the inquiry Key when appropriate; synthesize multiple sources on the subject, MP.2: Reason abstractly and quantitatively. demonstrating understanding of the subject under investigation. WHST.9‑12.9: Draw evidence from informational texts to support HS‑LS4 Biological Evolution: Unity and Diversity analysis, reflection, and research. Connections to other DCIs in this grade band SL.11‑12.4: Present claims and findings, emphasizing salient points HS‑LS4‑1: HS.LS3.A, HS.LS3.B, HS.ESS1.C in a focused, coherent manner with relevant evidence, sound HS‑LS4‑2: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A and valid reasoning, and well‑chosen details; use appropriate eye HS‑LS4‑3: HS.LS2.A, HS.LS2.D, HS.LS3.B contact, adequate volume, and clear pronunciation. HS‑LS4‑4: HS.LS2.A, HS.LS2.D Mathematics HS‑LS4‑5: HS.LS2.A, HS.LS2.D, HS.LS3.B, HS.ESS2.E, HS.ESS3.A HS‑LS4‑1: MP.2 HS‑LS4‑6: HS.ESS2.D, HS.ESS2.E, HS.ESS3.A, HS.ESS3.C, HS.ESS3.D HS‑LS4‑2: MP.2, MP.4 Articulation across grade bands HS‑LS4‑3: MP.2 HS‑LS4‑1: MS.LS3.A, MS.LS3.B, MS.LS4.A, MS.ESS1.C HS‑LS4‑4: MP.2 HS‑LS4‑2: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C HS‑LS4‑5: MP.2 HS‑LS4‑3: MS.LS2.A, MS.LS3.B, MS.LS4.B, MS.LS4.C Key HS‑LS4‑4: MS.LS4.B, MS.LS4.C MP.2: Reason abstractly and quantitatively. HS‑LS4‑5: MS.LS2.A, MS.LS2.C, MS.LS4.C, MS.ESS3.C MP.4: Model with Mathematics. HS‑LS4‑6: MS.LS2.C, MS.ESS3.C NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 159

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) HS‑ESS1 Earth’s Place in the Universe Mathematics HS‑ESS1‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, Connections to other DCIs in this grade band HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4 HS‑ESS1‑1: HS.PS1.C, HS.PS3.A HS‑ESS1‑2: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HSA‑SSE.A.1, HS‑ESS1‑2: HS.PS1.A, HS.PS1.C, HS.PS3.A, HS.PS3.B, HS.PS4.A HSA‑CED.A.2, HSA‑CED.A.4 HS‑ESS1‑3: HS.PS1.A, HS.PS1.C HS‑ESS1‑3: MP.2 HS‑ESS1‑4: HS.PS2.B HS‑ESS1‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HS‑ESS1‑5: HS.PS3.B, HS.ESS2.A HSA‑SSE.A.1, HSA‑CED.A.2, HSA‑CED.A.4 HS‑ESS1‑6: HS.PS2.A, HS.PS2.B HS‑ESS1‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 Articulation of DCIs across grade bands HS‑ESS1‑6: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3, HSF‑IF.B.5, HS‑ESS1‑1: MS.PS1.A, MS.PS4.B, MS.ESS1.A, MS.ESS2.A, MS.ESS2.D HSS‑ID.B.6 HS‑ESS1‑2: MS.PS1.A, MS.PS4.B, MS.ESS1.A Key HS‑ESS1‑3: MS.PS1.A, MS.ESS1.A MP.2: Reason abstractly and quantitatively. HS‑ESS1‑4: MS.PS2.A, MS.PS2.B, MS.ESS1.A, MS.ESS1.B MP.4: Model with Mathematics. HS‑ESS1‑5: MS.ESS1.C, MS.ESS2.A, MS.ESS2.B HSN‑Q.A.1: Use units as a way to understand problems and to HS‑ESS1‑6: MS.PS2.B, MS.ESS1.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B guide the solution of multi‑step problems; choose and interpret units consistently in formulas; choose and interpret the scale and Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment the origin in graphs and data displays. of a given Performance Expectation, but may be otherwise connected to it.) HSN‑Q.A.2: Define appropriate quantities for the purpose of descriptive modeling. ELA/Literacy HSN‑Q.A.3: Choose a level of accuracy appropriate to the HS‑ESS1‑1: RST.11‑12.1 limitations on measurement when reporting quantities. HS‑ESS1‑2: RST.11‑12.1, WHST.9‑12.2 HSA‑SSE.A.1: Interpret expressions that represent a quantity in HS‑ESS1‑3: WHST.9‑12.2, SL.11‑12.4 terms of its context. HS‑ESS1‑5: RST.11‑12.1, RST.11‑12.8, WHST.9‑12.2 HSA‑CED.A.2: Create equations in two or more variables to HS‑ESS1‑6: RST.11‑12.1, RST.11‑12.8, WHST.9‑12.1 represent relationships between quantities; graph equations on Key coordinate axes with labels and scales. Connections to Standards Arranged by DCIs RST.11‑12.1: Cite specific textual evidence to support analysis of HSA‑CED.A.4: Rearrange formulas to highlight a quantity of science and technical texts, attending to important distinctions the interest, using the same reasoning as in solving equations. author makes and to any gaps or inconsistencies in the account. HSF‑IF.B.5: Relate the domain of a function to its graph and, RST.11‑12.8: Evaluate the hypotheses, data, analyses, and where applicable, to the quantitative relationship it describes. conclusions in a science or technical text, verifying the data when HSS‑ID.B.6: Represent data on two quantitative variables on a possible and corroborating or challenging conclusions with other scatter plot, and describe how those variables are related. sources of information. WHST.9‑12.1: Write arguments focused on discipline‑specific content. HS‑ESS2 Earth’s Systems WHST.9‑12.2: Write informative/explanatory texts, including the Connections to other DCIs in this grade band narration of historical events, scientific procedures/experiments, or HS‑ESS2‑1: HS.PS2.B technical processes. HS‑ESS2‑2: HS.PS3.B, HS.PS4.B, HS.LS2.B, HS.LS2.C, HS.LS4.D, SL.11‑12.4: Present claims and findings, emphasizing salient points HS.ESS3.C, HS.ESS3.D in a focused, coherent manner with relevant evidence, sound HS‑ESS2‑3: HS.PS2.B, HS.PS3.B, HS.PS3.D and valid reasoning, and well‑chosen details; use appropriate eye HS‑ESS2‑4: HS.PS3.A, HS.PS3.B, HS.LS2.C, HS.ESS1.C, HS.ESS3.C, contact, adequate volume, and clear pronunciation. HS.ESS3.D HS‑ESS2‑5: HS.PS1.A, HS.PS1.B, HS.PS3.B, HS.ESS3.C HS‑ESS2‑6: HS.PS1.A, HS.PS1.B, HS.PS3.D, HS.LS1.C, HS.LS2.B, HS.ESS3.C, HS.ESS3.D HS‑ESS2‑7: HS.LS2.A, HS.LS2.C, HS.LS4.A, HS.LS4.B, HS.LS4.C, HS.LS4.D 160 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Articulation of DCIs across grade bands HS‑ESS2‑3: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑ESS2‑1: MS.PS2.B, MS.LS2.B, MS.ESS1.C, MS.ESS2.A, MS.ESS2.B, HS‑ESS2‑4: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 MS.ESS2.C, MS.ESS2.D HS‑ESS2‑5: HSN‑Q.A.3 HS‑ESS2‑2: MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.LS2.C, MS.LS4.C, HS‑ESS2‑6: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, MS.ESS3.C, MS.ESS3.D Key HS‑ESS2‑3: MS.PS1.A, MS.PS1.B, MS.PS2.B, MS.PS3.A, MS.PS3.B, MP.2: Reason abstractly and quantitatively. MS.ESS2.A, MS.ESS2.B MP.4: Model with Mathematics. HS‑ESS2‑4: MS.PS3.A, MS.PS3.B, MS.PS3.D, MS.PS4.B, MS.LS1.C, HSN‑Q.A.1: Use units as a way to understand problems and to MS.LS2.B, MS.LS2.C, MS.ESS2.A, MS.ESS2.B, MS.ESS2.C, MS.ESS2.D, guide the solution of multi‑step problems; choose and interpret MS.ESS3.C, MS.ESS3.D units consistently in formulas; choose and interpret the scale and HS‑ESS2‑5: MS.PS1.A, MS.PS4.B, MS.ESS2.A, MS.ESS2.C, MS.ESS2.D the origin in graphs and data displays. HS‑ESS2‑6: MS.PS1.A, MS.PS3.D, MS.PS4.B, MS.LS2.B, MS.ESS2.A, HSN‑Q.A.2: Define appropriate quantities for the purpose of MS.ESS2.B, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D descriptive modeling. HS‑ESS2‑7: MS.LS2.A, MS.LS2.C, MS.LS4.A, MS.LS4.B, MS.LS4.C, HSN‑Q.A.3: Choose a level of accuracy appropriate to the MS.ESS1.C, MS.ESS2.A, MS.ESS2.C, MS.ESS3.C limitations on measurement when reporting quantities. Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment HS‑ESS3 Earth and Human Activity of a given Performance Expectation, but may be otherwise connected to it.) Connections to other DCIs in this grade band ELA/Literacy HS‑ESS3‑2: HS.PS3.B, HS.PS3.D, HS.LS2.A, HS.LS2.B, HS.LS4.D, HS‑ESS2‑1: SL.11‑12.5 HS.ESS2.A HS‑ESS2‑2: RST.11‑12.1, RST.11‑12.2 HS‑ESS3‑3: HS.PS1.B, HS.LS2.A, HS.LS2.B, HS.LS2.C, HS.LS4.D, HS‑ESS2‑3: RST.11‑12.1, SL.11‑12.5 HS.ESS2.A, HS.ESS2.E HS‑ESS2‑4: SL.11‑12.5 HS‑ESS3‑4: HS.LS2.C, HS.LS4.D HS‑ESS2‑5: WHST.9‑12.7 HS‑ESS3‑5: HS.PS3.B, HS.PS3.D, HS.LS1.C, HS.ESS2.D HS‑ESS2‑7: WHST.9‑12.1 HS‑ESS3‑6: HS.LS2.B, HS.LS2.C, HS.LS4.D, HS.ESS2.A Key Articulation of DCIs across grade bands Connections to Standards Arranged by DCIs RST.11‑12.1: Cite specific textual evidence to support analysis of HS‑ESS3‑1: MS.LS2.A, MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.B science and technical texts, attending to important distinctions the HS‑ESS3‑2: MS.PS3.D, MS.LS2.A, MS.LS2.B, MS.LS4.D, MS.ESS3.A, author makes and to any gaps or inconsistencies in the account. MS.ESS3.C RST.11‑12.2: Determine the central ideas or conclusions of a text; HS‑ESS3‑3: MS.PS1.B, MS.LS2.A, MS.LS2.B, MS.LS2.C, MS.LS4.C, summarize complex concepts, processes, or information presented MS.LS4.D, MS.ESS2.A, MS.ESS3.A, MS.ESS3.C in a text by paraphrasing them in simpler but still accurate terms. HS‑ESS3‑4: MS.LS2.C, MS.ESS2.A, MS.ESS3.B, MS.ESS3.C, MS.ESS3.D WHST.9‑12.1: Write arguments focused on discipline‑specific HS‑ESS3‑5: MS.PS3.B, MS.PS3.D, MS.ESS2.A, MS.ESS2.D, MS.ESS3.B, content. MS.ESS3.C, MS.ESS3.D WHST.9‑12.7: Conduct short as well as more sustained research HS‑ESS3‑6: MS.LS2.C, MS.ESS2.A, MS.ESS2.C, MS.ESS3.C, MS.ESS3.D projects to answer a question (including a self‑generated question) or solve a problem; narrow or broaden the inquiry Connections to Common Core State Standards when appropriate; synthesize multiple sources on the subject, (Note: Items appearing in italics are not pre-requisite to the successful accomplishment of a given Performance Expectation, but may be otherwise connected to it.) demonstrating understanding of the subject under investigation. SL.11‑12.5: Make strategic use of digital media (e.g., textual, ELA/Literacy graphical, audio, visual, and interactive elements) in presentations HS‑ESS3‑1: RST.11‑12.1, WHST.9‑12.2 to enhance understanding of findings, reasoning, and evidence HS‑ESS3‑2: RST.11‑12.1, RST.11‑12.8 and to add interest. HS‑ESS3‑4: RST.11‑12.1, RST.11‑12.8 HS‑ESS3‑5: RST.11‑12.1, RST.11‑12.2, RST.11‑12.7 Mathematics HS‑ESS2‑1: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 HS‑ESS2‑2: MP.2, HSN‑Q.A.1, HSN‑Q.A.3 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections 161

OCR for page 131
Connections to Standards Arranged by Disciplinary Core Ideas (DCIs) Key Connections to HS‑ETS1.C: Optimizing the Design Solution RST.11‑12.1: Cite specific textual evidence to support analysis of Physical Sciences: HS‑PS1‑6, HS‑PS2‑3 science and technical texts, attending to important distinctions the Articulation of DCIs across grade bands author makes and to any gaps or inconsistencies in the account. HS‑ETS1‑1: MS.ETS1.A RST.11‑12.2: Determine the central ideas or conclusions of a text; HS‑ETS1‑2: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C summarize complex concepts, processes, or information presented HS‑ETS1‑3: MS.ETS1.A, MS.ETS1.B in a text by paraphrasing them in simpler but still accurate terms. HS‑ETS1‑4: MS.ETS1.A, MS.ETS1.B, MS.ETS1.C RST.11‑12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., Connections to Common Core State Standards (Note: Items appearing in italics are not pre-requisite to the successful accomplishment quantitative data, video, multimedia) in order to address a of a given Performance Expectation, but may be otherwise connected to it.) question or solve a problem. RST.11‑12.8: Evaluate the hypotheses, data, analyses, and ELA/Literacy conclusions in a science or technical text, verifying the data when HS‑ETS1‑1: RST.11‑12.7, RST.11‑12.8, RST.11‑12.9 possible and corroborating or challenging conclusions with other HS‑ETS1‑3: RST.11‑12.7, RST.11‑12.8, RST.11‑12.9 sources of information. Key WHST.9‑12.2: Write informative/explanatory texts, including the RST.11‑12.7: Integrate and evaluate multiple sources of narration of historical events, scientific procedures/experiments, or information presented in diverse formats and media (e.g., technical processes. quantitative data, video, multimedia) in order to address a question or solve a problem. Mathematics RST.11‑12.8: Evaluate the hypotheses, data, analyses, and HS‑ESS3‑1: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 conclusions in a science or technical text, verifying the data when HS‑ESS3‑2: MP.2 possible and corroborating or challenging conclusions with other HS‑ESS3‑3: MP.2, MP.4 sources of information. HS‑ESS3‑4: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 RST.11‑12.9: Synthesize information from a range of sources (e.g., HS‑ESS3‑5: MP.2, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 texts, experiments, simulations) into a coherent understanding HS‑ESS3‑6: MP.2, MP.4, HSN‑Q.A.1, HSN‑Q.A.2, HSN‑Q.A.3 of a process, phenomenon, or concept, resolving conflicting Key information when possible. Connections to Standards Arranged by DCIs MP.2: Reason abstractly and quantitatively. MP.4: Model with Mathematics. Mathematics HSN‑Q.A.1: Use units as a way to understand problems and to HS‑ETS1‑1: MP.2, MP.4 guide the solution of multi‑step problems; choose and interpret HS‑ETS1‑2: MP.4 units consistently in formulas; choose and interpret the scale and HS‑ETS1‑3: MP.2, MP.4 the origin in graphs and data displays. HS‑ETS1‑4: MP.2, MP.4 HSN‑Q.A.2: Define appropriate quantities for the purpose of Key descriptive modeling. MP.2: Reason abstractly and quantitatively. HSN‑Q.A.3: Choose a level of accuracy appropriate to the MP.4: Model with Mathematics. limitations on measurement when reporting quantities. HS‑ETS1 Engineering Design Connections to HS‑ETS1.A: Defining and Delimiting Engineering Problems Physical Sciences: HS‑PS2‑3, HS‑PS3‑3 Connections to HS‑ETS1.B: Designing Solutions to Engineering Problems Earth and Space Sciences: HS‑ESS3‑2, HS‑ESS3‑4 Life Sciences: HS‑LS2‑7, HS‑LS4‑6 162 NEXT GENERATION SCIENCE STANDARDS — Arranged by Disciplinary Core Ideas: Connections